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Interpersonal Communication: Refresh Your Teacher Toolbox Joshua Cabral Brookwood School, Manchester, MA www.activecommunication.wordpress.com Password: NYSAFLT2014 Webinar Objectives Define and classify communication tasks and objectives: Presentational Interpretive Interpersonal Explore ways to build student confidence and scaffold communication Integrate interpersonal goals, tasks and activities into classroom communication objectives Webinar Plan Characteristics of 3 modes of communication Tools for encouraging and scaffolding interpersonal communication and student confidence. 3 Modes of Interpersonal Communication Performance Transaction Interaction Activities and tasks designed to scaffold speaking objectives and goals Presentational Communication Interpretive Communication Interpersonal Communication Interpersonal Communication IS NOT: One-way communication Memorized Only asking (all) the questions IS: Two-way exchange Spontaneous (and unpredictable) Helping each other Strict turn taking Following-up and reacting; maintaining the conversation Ignoring your partner; waiting to say something Indicating interest: interactive body language; eye contact Overly concerned about accuracy Focusing on the message (fluency) Giving up when you don’t understand If communication fails/falters, asking for clarification Student Confidence Scaffolding Communication ✓Functional Chunks ✓ Language Ladders ✓Fluency and Accuracy ✓ Target Language Use Functional Chunks of Language Students don’t get enough opportunities to use the target language. Teachers do most of the talking. Functional Chunks of Language phrases or words that students learn as a chunk without necessarily understanding the structure. Students learn where and when to say them (i.e. the function). Functional Chunks of Language empower students to use the language early and often. Functional Chunks of Language • • • • • • • • • • • • • • How do you say…in….? What does …mean in…? How do you spell…? I forget my… Can I borrow a… I need a … Can I go to the bathroom. I’m not feeling well? What page? Can you repeat that please? Can you please say that more slowly? What is the homework? Can we start the homework now? What is the date? Functional Chunks of Language Language Ladders Words or phrases that are linked together because of a common function or meaning. Similar way to Functional Chunks, but with variety and choice. Various possibilities and students choose depending on how they feel about a topic or how formal or informal they should be with the language that they are using. Offer students an opportunity to personalize their language. Language Ladders Language Ladder that students can access to say why they don’t have their homework: • • • • • • • • • I was very busy with other homework I was very tired I did not feel well/I was sick I had to go out with my family I did not understand the directions I forgot my book in school I wrote down the wrong assignment I had a late sports practice My dog ate it Fluency and Accuracy Fluency: The natural use of language that occurs when a speaker takes part in meaningful interaction. Maintains communication despite inaccuracy. Requires negotiation of meaning and addresses misunderstandings. Accuracy: Focuses on correct use of language and structures. Fluency and Accuracy Fluency-Focused Activities: • Reflect natural use of language • Focus on achieving communication • Focus on meaningful use of language • Employ communication strategies • Do not use predictable language • Link language use to context Accuracy-Focused Activities: • Focus on correct examples of language • Use language out of context • Focus on producing small amounts of language • Don’t focus on meaningful communication • Dictate language structures and vocabulary Fluency and Accuracy There is a place for both types of activities in the foreign language classroom. Traditional teaching methods have focused more attention on accuracy of language at the expense of fluency. In the communicative language classroom instruction should provide a balanced approach that gives students opportunities to build fluency, while at the same time tending to the accuracy of their language. Target Language Use o Teacher use of target language vs. student use of target language. o Consider the following when creating activities: Is the activity at the right level for the students? Are all the students actively involved and is the activity stimulating and of interest to the group and individual students? Is the timing of the activity hindering the execution? Are students using the target language even when they know the teacher is not listening? Assessment Modes of Interpersonal Communication Performance Public, prepared Transaction References: Brown, Gillian and George Yule 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press. Burns, Anne 1998. Teaching Speaking. Annual Review of Applied Linguistics 18, 102-123. Jones, Pauline 1996. Planning an Oral Language Program. In Pauline Jones (ed.) Talking to Learn. Melbourne: PETA 1996 12-26. Give or receive provided information Interaction Turn-taking, unprepared Performance Activities Prepared Free-writing Mapping Active Communication in the Global Classroom actores lugares actividades tema Los juegos del hambre Performance Activities: Presentations Sales pitch Transaction Activities-Class John Emily Abbie Chris Matt X X X X X X X X X X X X Transaction Activities-Pair Transaction Activities Guess What Transaction Activities Active Communication in the Global Classroom X X X X X X X X X X X X Interaction Activities Circumlocution Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words. Students should be taught how to so this and the teacher can give them tools to help in the process. Interaction Activities Circumlocution Suggestions for teaching students the art of circumlocution explicitly: Use vocabulary that you already know. Try to think of another way to convey the message. Describe the concept. Explain who uses it, why it’s used, or where. Use a synonym. Explain what and object is not. Interaction Activities Circumlocution En français En anglais Active Communication in the Global Classroom Il/elle est (court(e), énorme, grand(e), large). It is (short, enormous, big, long). . . C’est quand . . . Il/elle est fait(e) de (brique, bois, métal, papier, plastique) . . . It’s when . . . It’s made of (brick, wood, metal, paper, plastic) . . . C’est le processus de . . . C’est l’action d de . . . C’est la chose que/qui . . . C’est ce que . . . C’est un appareil que/qui . . . C’est un endroit où . . . C’est un objet que/qui . . . C’est un (catégorie: animal, nourriture, fruit, liquide, véhicule, etc.) que/qui . . . It’s the process of . . . It’s the action of . . . It’s the thing that . . . It’s what . . . It’s a machine that . . . It’s a place where . . . It’s an object that . . . It’s a (catagory: animal, food, fruit, liquid, vehicle, etc.) that . . . C’est une personne qui . . . Ça ressemble à . . . Ça sert à . . . Il/elle a la forme (circulaire, ronde, carrée, triangulaire, rectangulaire). It’s a person who . . . It looks like/seems like . . . It’s used for . . . It has a (circular, round, square, triangular, rectangular, etc.) shape. Interaction Activities Circumlocution Active Communication in the Global Classroom Comment? C’est une action, un appareil, un endroit, une personne, etc.? What? Huh? Is it an action, a machine, a place, a person, etc.? Pourriez-vous parler plus clairement, s’il vous plaît? Can you speak more clearly, please? Pourriez-vous parler plus lentement, s’il vous plaît? Can you speak more slowly, please? Pourriez-vous répéter, s’il vous plaît? Can you repeat it please? Qu’est-ce que c’est? Qu’est-ce qui s’est passé? ¿Que veut dire le mot/la phrase ---? What is it? What happened? What does the word/phrase --- mean? Expliquez le mot/la phrase ---, s’il vous plaît. Explain the word/phrase ---, please. Je ne comprends pas le mot ---. Je ne comprends pas la première/dernière partie. I don’t understand the word ---. I don’t understand the first/last part. Interaction Activities Circumlocution Active Communication in the Global Classroom En español Es (corto, enorme, grande, largo) . Es cuando . . . Es de (ladrillo, madera, metal, papel, plástico) . . . En inglés It is (short, enormous, big, long). . It’s when . . . It’s made of (brick, wood, metal, paper, plastic) . . . Es el proceso de . . . Es la acción de . . . Es la cosa que . . . Es lo que . . . Es un aparato que . . . Es un lugar donde . . . Es un objeto que . . . Es un/a (CATEGORÍA: animal, comida, fruta, líquido, vehículo, etc.) que . . . It’s the process of . . . It’s the action of . . . It’s the thing that . . . It’s what . . . It’s a machine that . . . It’s a place where . . . It’s an object that . . . It’s a (CATEGORY: animal, food, fruit, liquid, vehicle, etc.) that . . . Es una persona que . . . Parece a . . . Se usa para . . . Tiene una forma (circular, redonda, cuadrada, triangular, rectangular). It’s a person who . . . It looks like/seems like . . . It’s used for . . . It has a (circular, round, square, triangular, rectangular, etc.) shape. Interaction Activities Circumlocution ¿Cómo? What? Huh? ¿Es una acción, un aparato, un lugar, una persona, etc.? Is it an action, a machine, a place, a person, etc.? ¿Puede hablar más claramente, por favor? Can you speak more clearly, please? ¿Puede hablar más despacio, por favor? Can you speak more slowly, please? ¿Puede repetirla, por favor? Can you repeat it please? ¿Qué es? What is it? ¿Qué pasó? What happened? ¿Qué significa la palabra/frase ---? What does the word/phrase --- mean? Explique la palabra/frase ---, por favor. Explain the word/phrase ---, please. No entiendo la palabra ---. I don’t understand the word ---. No entiendo la primera/última parte. I don’t understand the first/last part. Interaction Activities Turn-taking, unprepared Sorting categories Camille Claudel MC Solaar Zinedine Zidane François Hollande Léopold Sédor Senghor Alexandre Dumas Louis Braille Francis Cabrel René Lévesque Simone de Beauvoir George Sand Frédéric Chopin Marie Antoinette Marie Curie Nicholas Sarkozy Miriama Bâ Jacques Prévert Edith Piaf Gustave Flaubert Michel Tremblay Jacques Pépin Catherine Deneuve Coco Chanel Céline Dion Interaction Activities Sorting categories Beber Cocinar Mirar Esquiar Manejar Dibujar Pescar Jugar Nadar Llorar Correr Lavar Bailar Cantar Trabajar Caminar Hablar Comer Estudiar Viajar Visitar Leer Escribir Comprar Vender Dormir Interaction Activities Sorting categories Boire Cuisiner Regarder Faire du ski Conduire Dessiner Faire de la pêche Jouer Nager Pleurer Courir Laver Danser Chanter Travailler Marcher Parler Manger Étudier Voyager Visiter Lire Écrire Acheter Vendre Dormir Interaction Activities Sorting categories Drink Cook Watch Ski Drive Draw Fish Play Swim Cry Run Wash Dance Sing Work Walk Speak Eat Study Travel Visit Read Write Buy Sell Sleep Interaction Activities Sorting categories Pair activity with vocabulary words Make note of the phrases that you use to communicate with your partner. What types of phrases or words are needed to maintain communication and avoid a breakdown in meaning and understanding? Interaction Activities • Put a prompt in the center of large sheet of paper (3-4 stations with different prompts). • Students independently write short personal comments or reactions. • Students rotate to a different prompt and write responses to the comments of other students. • Students eventually rotate back to their original comment and read any comments in response to their comment. They can then write a response or follow up. • Engage a group discussion of the prompts and students add commentary based on what they wrote and read. What language (that you don’t speak and have never studied) would you like to learn and why? What is your favorite activity to do on the weekends? Where? With whom? What or who has put a smile on your face this past week? What happened? Do you have any family traditions? What is involved? When does it take place? What scares you? Do you avoid it? How? What is your favorite movie? Why? What is it about? What is your favorite book? Why? What is it about? Interaction Activities The Group Dynamic Find others with similar opinion Discuss opinion in group Be ready to share group consensus • Grade/Points for entire group • Random person selected to speak • Points taken if target language not used during discussion Which painting do you prefer and why? Monet, Étang de Nénuphars II van Gogh : The Starry Night Cézanne, Les Joueurs de Cartes Botero: Baile en Colombia Speaking Activities Using Pictures One student orally describes a picture to a second student who takes notes and then answers true/false questions. One student orally describes a picture to another student who then is given a choice of pictures and must choose the one described. Webinar Objectives Define and classify communication tasks and objectives: Presentational Interpretive Interpersonal Explore ways to build student confidence and scaffold communication Integrate interpersonal goals, tasks and activities into classroom communication objectives Joshua Cabral Brookwood School Manchester, MA Active Communication in the Global Classroom [email protected] www.activecommunication.wordpress.com www.wlteacher.wordpress.com